TEN COMMON MYTHS AND MISCONCEPTIONS SURROUNDING DEAFNESS - PowerPoint PPT Presentation

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TEN COMMON MYTHS AND MISCONCEPTIONS SURROUNDING DEAFNESS

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Title: TEN COMMON MYTHS AND MISCONCEPTIONS SURROUNDING DEAFNESS


1
TEN COMMON MYTHS AND MISCONCEPTIONS SURROUNDING
DEAFNESS
  • Nanci A. Scheetz, Ed.D., CSC
  • Professor
  • Valdosta State University

2
DEAF PEOPLE CANT HEAR ANYTHING
  • Most deaf people hear something very few have a
    corner audiogram
  • The type of loss and the age of onset determine
    how a person can use their hearing
  • Categories of loss include mild, moderate,
    severe, and profound

3
Mild Loss
  • 16 29 dB Loss
  • At 15dB loss students can miss up to 10 of the
    speech signal if the teacher is further away than
    3 feet.

4
Moderate Hearing Loss
  • 30 44 dB
  • At 30dB the student can miss 25 40 of the
    speech signal without amplification.
  • Between 35 40dB the student can miss up to 50
    of classroom discussion

5
Moderately SevereHearing Loss
  • 45 59dB loss
  • Without amplification 75 of the information can
    be lost for someone with a 40db loss
  • 80 100 can be lost for someone with a 50dB
    loss without amplification

6
Severe Hearing Loss
  • 60 79dB loss
  • Without amplification may hear loud voices
  • Can usually hear some environmental sounds

7
Night Club and Classroom
8
CULTURAL PERSPECTIVES
  • When you see deaf printed in the literature with
    a lower case d it refers to an audiological
    definition -- Degree of hearing loss
  • When you see Deaf printed in the literature with
    a capital D it refers to Deaf Culture

9
CULTURAL CHARACTERISTICS
  • Deaf people are one of the few disability groups
    (perhaps the only one who value their deafness
    and consider it a positive attribute).
  • Culturally Deaf People
  • Dont want to be fixed
  • Value their Deaf heritage
  • Share a common language

10
ALL DEAF PEOPLE CAN READ LIPS
  • The English language has 28 different mouth
    shapes and 38 to 43 different sounds. Only 16 of
    these movements are distinguishable in the
    English Language.
  • 40 - 50 of speech sounds are not visible on the
    lips 60 70 of isolated speech sounds are
    produced within the mouth e, g, h, i, a, k
    remain hidden
  • Ordinary speech averages 13 sounds per second,
    while the eye is capable of seeing only 8 10
    sounds per second.

11
  • You must have an extensive English vocabulary and
    be familiar with the syntax of the language to
    speech read
  • Phrases such as
  • I love you
  • Ill have two look exactly the same

12
ALL DEAF CHILDREN HAVE DEAF PARENTS
  • 9 out of every 10 deaf children are born to
    parents who can hear
  • Deaf children having 2 deaf parents comprise only
    3-4 of the general population
  • 90 of hearing parents who have deaf children DO
    NOT rely on signed communication to interact with
    their deaf child

13
IMPACT OF COMMUNICATION ON LANGUAGE DEVELOPMENT
  • Most children are born with an innate ability and
    desire to learn to communicate
  • Normal language development follows a
    predetermined sequence that is similar across
    most cultures
  • The language development of deaf or hard of
    hearing children also follows a predetermined
    sequence

14
  • Delays in language development can occur in
    deaf/hard of hearing students because of
  • Their inability to process auditory input
  • Or a lack of sufficient exposure to visually
    encoded language

15
  • As a consequence, the most debilitating aspect of
    deafness if NOT the hearing loss but the lack of
    language that results from insufficient VISUAL
    or AUDITORY input
  • Although in the past there was a belief that
    speech was language, we now know that speech is
    simply a tool or mode of transmission and is
    distinct from the cognitive system that underlies
    language.

16
  • Children who are deaf and hard of hearing do not
    have easy access to spoken communication
  • Language development relies on exposure and
    exchanges that occur in ones environment

17
HEARING INDIVIDUALS
  • Hearing individuals are constantly bombarded with
    language from the environment
  • Radio
  • Friends
  • Siblings
  • Community
  • Mall

18
Language Exposure for Hearing Individuals
19
Deaf/Hard of Hearing Individuals
  • Deaf and hard of hearing individuals have limited
    exposure to spoken language in the environment
  • Those who rely on signed communication are
    limited to others who share the same language
  • Captioned TV
  • Information provided in print

20
Exposure to Spoken LanguageDeaf Children
21
ALL DEAF PEOPLE KNOW SIGN LANGUAGE
  • In the US approximately 82 of deaf/hard of
    hearing students receive all or part of their
    education in regular education classrooms.
  • In 95 of these classrooms a form of sign
    communication is used

22
AMERICAN SIGN LANGUAGE, SIGN SYSTEMS CUED SPEECH
  • American Sign Language (ASL) unlike English is a
    spatial, time-oriented language, based on visual
    perception and visual conveyance of ideas,
    information and feeling concepts
  • ASL has its own
  • Prosody
  • Syntax
  • Grammatical structure

23
ASL STRUCTURE
  • Topic/ comment statements are common in ASL
  • Adjectives can occur before or after the noun
  • Pronouns are gender neutral and number specific

24
ASL
  • Is not a universal language each country has
    their own sign language
  • ASL is comprised of fingerspelling and signs
  • It has been developed by and for the Deaf
    community

25
ENGLISH SIGN SYSTEMS
  • Several Sign Systems have been developed to apply
    signs following English word order.
  • These systems are not languages and include SEE
    I, SEE II, Signed English
  • CASE, etc.

26
Continuum ASL to ENGLISH
27
A COMPARISON OF ENGLISH AND ASL
  • In English we would say
  • I have got to really study for my SPEC 2000
    test that Dr. Hull is giving next week because
    she said it would be a bear.
  • In Signed English it would look like this
  • In ASL it would look like this --

28
ASL EXAMPLE
  • Next week Dr. Hull (reference) give SPEC 2000
    test
  • Me, Study must
  • Why (rhetorical question)
  • Reference
  • Announce tough!

29
PIDGIN SIGNED ENGLISH
  • Because ASL is a foreign language and English is
    a foreign language a pidgin has been developed to
    facilitate communication between deaf and hearing
    individuals.
  • Pidgins take pieces from both languages so
    communication can occur

30
AN EXAMPLE OF THE SAME SENTENCE USING PSE
  • I must really study for SPEC 2000 test
  • Week because Dr. Hull say tough.
  • Pidgins work on a continuum they can be more
    ASL or more English in nature

31
DEAF CHILDREN/DEAF PARENTS
  • 10 of deaf children have deaf parents
  • From infancy Deaf mothers use strategies to
    support the learning of a visual language
  • They will sign near an object with which the
    child is playing or wave a hand to draw the
    childs attention to them
  • They use exaggerated facial expressions

32
  • Communication is visual
  • They use visual motherese to facilitate language
    growth
  • Greater time is allowed to process language input
  • Signs are modified they are presented in a
    fluent, rich manner

33
Comparisons of Language in Deaf and Hearing
Children
  • DC exposed to sign language from birth parallel
    hearing children
  • They being to sign at 9 months of age
  • (Hearing babies say their first word at 12 months
    of age)
  • Between 12 18 months language development is
    parallel

34
DC/HP compared with HC/HP
  • According to Carey the speaking vocabulary of a
    hearing six year old ranges from 8,000 to 14,000
    words
  • Research indicates that DC/HP at age six, where
    no form of sign communication is used only posses
    about 500 700 words

35
  • Because DC/HP may not be exposed to language
    caregivers frequently assume that their children
    do not have the language needed to engage in
    dialogues.
  • Therefore, communication exchanges become
    monologues from a hearing perspective

36
DEAF CHILDREN CANT READ
  • Language development of lack of therefore has a
    significant impact on the ability to read.
  • Because of the language delays due to problems in
    communication only 10 of 18 year old deaf
    students read above the 8th grade level.

37
DEAF CHILDREN ARE NOT AS INTELLIGENT AS HEARING
CHILDREN
  • On standardized intelligence tests the average IQ
    is 100
  • For deaf students the average IQ is 96.89, only
    slightly lower than hearing children.
  • Speech and language are often confused with
    intelligence but they are not related

38
DEAF PEOPLE CANT TALK
  • Babies who are born deaf or lose their hearing
    before speech and language are developed may have
    a difficult time mastering speech.
  • They can talk but may have been made fun of, or
    their speech may not be clear

39
HEARING AIDS ENABLE DEAF PEOPLE TO HEAR SPEECH
  • Hearing aids amplify sounds
  • They do not clarify
  • There are many types of hearing aids including
    cochlear implants these do not cure hearing
    they are an implantable hearing aid

40
DEAF PEOPLE CANT DRIVE
  • Deaf people can and do drive
  • 97 of the warning signals that reach the driver
    are gained through a visual channel
  • 41/49 states rank deaf drivers as good or better
    than hearing drivers

41
ALL DEAF PEOPLE WISH THEY COULD HEAR
  • Culturally Deaf people do not want to hear
  • They value their culture and see no reason to be
    fixed
  • They have established a tight network that
    affords them social opportunities and a rich
    language

42
INTERPRETERS AND SIGNERS
  • Communication between deaf and hearing
    individuals is often accomplished between an
    interpreter
  • An Interpreter
  • Highly skilled professional
  • Bound by a Code of Ethics
  • Can both interpret and transliterate

43
Signers
  • These individuals have taken some classes in sign
    language
  • They sign to express what they want to say
  • They are not interpreters and should not be used
    in that capacity

44
Technology and Deafness
  • Technology plays a vital role in deafness
  • Light signaling devices (telephone, door bells,
    baby cry systems)
  • TTY/TDD, Sidekicks, and computers
  • Hearing dogs for the Deaf

45
Hard of Hearing People
  • A few words
  • These individuals can have a harder time with
    communication because hearing individuals assume
    they hear more than they do based on their speech
  • Speech cannot be equated with hearing loss
  • Speech cannot be equated with language
  • Speech cannot be equated with literacy or
    intelligence

46
PARTING WORDS
  • Deaf people when given the access to
    communication can do anything hearing people can
    do based on their individual capabilities.
  • Deaf people cannot be stereotyped they are as
    different as you and me and want to be viewed as
    such
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